Challenges in Mathematics Instruction Among Grade 2 Teachers in San Agustin District, Isabela

Abstract

Mathematics instruction in the early grades is essential for developing learners’ foundational numeracy, logical reasoning, and problem-solving skills. However, many elementary teachers continue to encounter instructional difficulties that affect learners’ understanding and engagement with mathematics. Despite existing studies on mathematics education, limited research has focused on the specific instructional challenges experienced by Grade 2 teachers in the San Agustin District of Isabela. This study examined the challenges encountered in mathematics instruction and the teaching methods and classroom activities employed by Grade 2 teachers. It also determined the relationship between instructional challenges, teaching methods, and teaching activities, and identified the variables that significantly predicted instructional challenges. This study employed a descriptive-correlational research design involving 23 Grade 2 teachers selected through purposive sampling. A validated researcher-made questionnaire was used to gather data, which were analyzed using frequency, percentage, mean, standard deviation, analysis of variance (ANOVA), Pearson correlation, and multiple regression analysis. The findings revealed that teachers sometimes experience challenges in mathematics instruction, particularly in teaching abstract concepts and maintaining learner engagement. Despite these challenges, teachers frequently utilize effective instructional strategies and interactive classroom activities to support mathematics learning. The results further showed that instructional challenges significantly differed according to length of service and were significantly associated with teaching methods and activities. Moreover, teaching methods and classroom activities significantly contributed to the reduction of the instructional challenges. The findings highlight the importance of continuous professional development, effective instructional practices, and adequate learning resources for strengthening mathematics instruction in the early grades.